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In the Fall 2017 issue of Advances in Social Work we are pleased to present 15 manuscripts--12 empirical, three conceptual--written by authors hailing from 15 states, the District of Columbia, and four countries. Seven papers address various aspects of social work education, including three on research issues, two on child welfare curriculum, one on macro social work, and one on combined public health/social work programs. The remaining papers include three conceptual offerings and five empirical studies conducted in the field.

PurposeThe purpose of this paper is to enable the author to discuss some personal experiences from research and teaching that relate to the special circumstances of doing gender research.Design/methodology/approachWhen reading about Styhre's and Tienari's experiences, the author is not so surprised by but rather concerned about the resemblance and reflections evoked by the text vis‐à‐vis her own experiences of doing research in the gender field. During recent decades, she had the opportunity to explore various organizing issues in her research, from technology and organizational change to gender and intersectionality. This provided her with both an inside and outside perspective on some of the specificities which recur in the field of gender studies.FindingsDoing gender research enables men and women to "become with" women, men and other people. When able to respond to other people with respect, the researcher can "become with" the studied one. By going into the experiences previously shared by other scholars doing gender studies, and by reflecting upon these, the opportunities for men and women to "become with" will most likely increase.Originality/valueIn a performative way, "doing gender" includes a way of recognizing the context in which the author is situated. When this position is challenged, things start to happen. Whether one is being challenged as a woman, as a man, as a researcher, or for not understanding gender in the proper feminist way, the conditions of one's comprehension of doing gender are called into question. Reflexivity is thus – as Styhre and Tienari claim – a product of social encounters.

The intellectual heritage of the Russian philosopher and psychologist N.I. Zhinkin, turns out to be strikingly consonant with modern scientific research, in which scientists and philosophers are trying to identify the origins of possible syntheses and correlations in a wide variety of interdisciplinary interactions. The structure of modern science is changing, new forms of teamwork of scientists (collabo­rations) are being formed, requiring not only new methodological strategies in the study of applied problems, but also taking into account the scientific inter­ests of the participants. Interdisciplinary interactions do not develop on their own, but require mutual intellectual and existential efforts. And this means that the ways of expressing knowledge for each other must be adjusted. Thus, a form comes into the scientific consciousness, which was previously practically not taken into account in the communication of natural scientists: narrative. Under these conditions, Zhinkin's unique historical experience acquires special signifi­cance, to which science and art, phenomenology and psychology, life and knowl­edge are connected in a special way. The unifying principle in this experience of Zhinkin was, paradoxically, the cinema, in which the scientist saw the key to expanding cognitive aspirations and enriching the cognitive abilities of a per­son. Cinematography is not just a new art form, but it is a special technical form of the embodiment of the age-old aspirations of a person who is trying to express (repeat, reproduce) life in motion, to make "the former present". Zhinkin (fol­lowing his teacher G.G. Shpet) substantiates this idea of art as a special kind of cognition in the report Issues on Building a Scientific and Artistic Script, which was discussed on November 19, 1945 at the Moscow House of Cinema at the Section of the Scientific and Educational Film.

The article focuses on identifying possibilities to facilitate scientific knowledge and technology transfer and commercialization by means of public policy. Theoretical rationale for technology transfer public policy is analysed, specifically – market failure, system failure and authors' suggested cultural failure approaches are discussed. Based on the theoretical approaches, the EU public policy and the example of Lithuanian public policy in the field of technology transfer is analysed. Recommendations for adopting ecosystem approach towards fostering technology transfer are presented.

The article focuses on identifying possibilities to facilitate scientific knowledge and technology transfer and commercialization by means of public policy. Theoretical rationale for technology transfer public policy is analysed, specifically – market failure, system failure and authors' suggested cultural failure approaches are discussed. Based on the theoretical approaches, the EU public policy and the example of Lithuanian public policy in the field of technology transfer is analysed. Recommendations for adopting ecosystem approach towards fostering technology transfer are presented.